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The increasing number of strata property in Malaysia promotes the different usages of development under the integrated development, which comprise the different usages of owner groups. These owner groups may not enjoy all the common properties in the integrated development. Therefore, the purpose of this research is to identify the important to designate the limited common property for the owners who have the exclusive benefit on it. However, the establishment of the subsidiary management corporation and limited common property is less popular in Malaysia.

Hence, research should be carried out to identify the importance of the establishment of the subsidiary management corporation and enhancement for the establishment of subsidiary management corporation to increase the willingness of the owner to establish the subsidiary management corporation. Collective Action Theory likewise assists to increase the willingness of the owner in the establishment of the subsidiary management corporation. A sum of 100 owners in the integrated development and 187 stratified property professionals are the respondents in this research, by applying the random sampling method.

Results indicate the problems that occur in the integrated development is the complexity management in integrated development, followed by the usages of the common property. Therefore, Collective Action Theory could ensure the effectiveness of the establishment of the subsidiary management corporation in the aspect of social rights, resources, governance groups and participants.

This paper provided an overview of the management circumstance in the integrated development of Malaysia and discussed some effective enhancements to promote the sustainable formation of the subsidiary management corporation or two-tier management corporations.

In this chapter, we discuss initiatives that aim to improve children’s literacy in low- and middle-income (LMI) countries through m-learning. These projects, predominantly introduced by governments and international aid organisations, often involve the provision of e-books and apps including game-based apps, to be used either inside or outside school. In some cases, lesson plans and content for teachers in poorly resourced schools are also delivered via mobile devices. After a general overview, we briefly describe a selection of projects with reference to m-learning and literacy theory and research. It is indicated in this chapter that the use of mobile devices to improve literacy opportunities for children in LMI countries has a great deal of potential but that, in many cases, there are limitations in pedagogical design and implementation practices, not to mention restricted views of what literacy is and might be for children in these locations.